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新人教版 选择性必修四 Unit 2 ICONIC ATTRACTIONS
Using Language教案
Teaching Objectives
By the end of this section, students will be able to:
know about the iconic features of New Zealand;
get key information from a conversation about what best represents New Zealand through listening;
grasp some expressions about describing special features of a place;
understand that people from all walks of life hold different perspectives on the same thing;
make a poster to introduce what best represents China.
Teaching Theme
该部分的活动主题是“讨论什么最能代表一个地方”（Discuss what best represents a place）。先通过一段介绍新西兰标志性的景观和风情的电台访谈，拓展学生的文化视野，再启发学生结合自己的生活实际讨论中国标志性的风物。整个部分相互
呼应，构成完整的活动主题。
Teaching key points
1. Guide students to understand the characteristics of New Zealand;
2. Guide students to listen to three interviewees talk about what they think best represents New Zealand and why;
3. Guide students to understand how the characters in the dialogue summarize their ideas;
4. Guide students to master some expressions to describe local characteristics.
Teaching Difficulties
引导学生运用所学内容，谈谈什么最能代表中国，并给出原因。
Step 1 Lead-in
通过回顾之前所学，引入本节课的话题。
Which do you think best represent Australia And why
Step 2 Pre-listening
带领学生完成活动1，观察图片，思考如下问题：
What do you know about New Zealand
What do you see in these pictures
Which attracts you the most
Which picture would you like to know more about
浏览活动2，预测对话中人物的选择。
Step 3 While-listening
让学生泛听对话，完成活动2，分辨发言人的身份和推荐的标志性风物。
让学生再次听录音，梳理发言人给出的理由。
带领学生学习总结性标识语，接着让学生完成活动3，记录并整理对话中使用的总结性标识语。
让学生听录音，将所示听力文本补充完整。
Step 4 Post-listening
让学生结合听力材料，做好笔记，并思考如下问题：
Are the three people taking about New Zealand from the same perspective Find examples in your notes.
How do careers affect our thinking and talking
Which recommendation do you prefer and why
引领学生总结描述地方特色的相关表达，并根据笔记分别从the Bay of Islands、the geothermal parks、the New Zealand experience三方面介绍新西兰特色。
教师创设情景：你所在的社区将举办一场传播中华文化的活动，需要请不同职业代表制作介绍中国的双语海报。
（1）先让学生进行头脑风暴，列出几种职业，如radio host、tour guide、teacher、cleaner、security guard等。
（2）将学生按照职业进行分组，围绕活动5中提供的关于中国的主题，讨论“What best represents China ”。
（3）让学生结合活动6完成下表。提示学生回顾听力活动中不同职业的访谈者描述事物使用的特定视角和用词差异。根据表格内容，学生小组合作起草海报。
Career Special feature Possible expression
（4）小组合作展示海报初稿，师生就如何完善共同发表意见。学生课后完善海报中的文字，增加图片，进行美术装帧设计。
Step 5 Homework
Read the conversation aloud.
Polish your posters based on suggestions from your teacher and classmates.
新人教版 选择性必修四 Unit 2 ICONIC ATTRACTIONS
Reading for Writing教案
Teaching Objectives
By the end of this section, students will be able to:
learn about some amazing animals of Australia, such as their features, uniqueness and their relationship with humans through reading;
grasp how to describe iconic animals;
appreciate the vivid and interesting language in this text;
use what they have learnt to write a description of an iconic animal in China;
cooperate with group mates actively through checking their descriptions together.
Teaching Theme
该部分的活动主题是“描述标志性的动物”（Describe an iconic animal）。学生通过阅读问答式的专栏文章了解澳大利亚有代表性的动物的特征和习性，学习语篇的写作手法，并选取我国有特色的动物进行描写，联系实际，亲近自然，增强中国情怀。
Teaching key points
Guide students to learn about Australia's iconic animals through reading;
Guide students to master how to describe iconic animals;
Guide students to appreciate the lively and interesting language in the passage.
Teaching Difficulties
引导学生利用所学知识描写我国的特色动物；
引导学生通过协作交流，相互学习，培养学生的合作精神。
Teaching procedures
Step 1 Lead-in
呈现语篇中的四幅图片，导入本节课的主题，激活学生的相关背景知识。
What are the amazing animals of Australia
What do you know about these animals
What do you want to know about these animals
Step 2 Pre-writing
让学生速读课文，识别文章类型，梳理文章结构。
What is the type of the text
How does the writer organise this text
引导学生仔细阅读课文的每一段落，绘制思维导图，梳理作者是从哪些方面介绍四种不同动物的独特之处。
让学生结合自己所绘制的思维导图，完成活动1，回答如下问题：
When do baby kangaroos begin to spend less time with their mothers
Why shouldn’t you try to pet a wild kangaroo
What do koalas spend most of their time doing
Why has the government made it against the law to handle koalas
What two things about Tasmanian devils can bother people most
What do Tasmanian devils like to eat
What makes the way duck-billed platypuses give birth so different from other mammals
What is the unique way used by duck-billed platypuses to find food
让学生再次阅读文章，思考作者写作的方式与写作目的之间的关系。
What are the unusual aspects of the animals that the writer mentions in each part
Why does he focus on those aspects
让学生最后一次阅读语篇并完成活动2，体会语篇中修辞手法的意义。
How does the writer describe these animals
What rhetorical devices does the writer use to arouse the readers interest
Besides rhetorical devices, what other techniques does the writer use
Step 3 While-writing
让学生分组讨论，按照活动3的步骤，梳理写作思路，完成初稿。
学生分组进行头脑风暴，列出入选中国标志性动物的名单；
让学生依据活动3的要求开展讨论并参考所示提示信息进行整理，之后撰写初稿。
Step 4 Post-writing
Self-editing: 先让学生自己进行修改。
Peer-editing: 让学生完成活动4，和同伴互改，并结合同伴的建议，对自己的描述进行修改。
Displaying: 让学生完成活动5，在班级里分享自己的描述。
Step 5 Homework
Polish your description with the advice from your classmates and your teacher.
Read your classmates’ descriptions and recommend one you prefer.

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